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Art KS3
To know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Pupils should be taught
Design Technology KS3
Design
Make
Evaluate
Art and Design KS3
At Key Stage 3, learners build on the skills, knowledge and understanding acquired at Key Stage 2. They achieve this through an increased ability to make connection between their creative investigations in the making of their own work and the work of other artist craftworkers and designers. Art and design stimulates creativity and imagination by encouraging pupils to challenge assumptions, look at things in a new way, be receptive to new ideas and make informed judgments and practical decisions to communicate their ideas and feelings.
Skills; explore the diverse working practices of artists, craftworkers and designers from different cultures
Understanding; Investigating, Making
Design and Technology KS3
Students should be taught to design and make products by combining their designing and making skills with knowledge and understanding in contexts that allow them to make decisions based on the values that underpin society, helping them become active and informed citizens.
Range; activities in which they design and make products, focusing on different contexts and materials.
Designing; Making
Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf
The Arts; Art & Design
http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_requirements/ks3_artdesign.pdf
Developing pupils’ Knowledge, Understanding and Skills
(Objective 2) Developing pupils as Contributors to Society; Explore the diversity of various
cultures that are expressed through Art & Design
Science and Technology: Technology and Design
Developing pupils’ Knowledge, Understanding and Skills
(Objective 2) Developing pupils as Contributors to Society; Opportunities must also be provided
to explore issues related to:
Expressive Arts
http://www.educationscotland.gov.uk/Images/expressive_arts_experiences_outcomes_tcm4-539863.pdf
Participation in Performances and Presentations
Art and Design
I can use the visual elements and concepts with sensitivity to express qualities and relationships and convey information, thoughts and feelings. I can use my skills and creativity to generate original ideas in my expressive and design work. (EXA 4-03a)
Citizenship KS3
• To develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
• To equip students with the financial skills to enable them to manage their money on a day-to-day basis as well as to plan for future financial needs.
Subject content
• The roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities (including opportunities to participate in school-based activities)
• The functions and uses of money, the importance of personal budgeting, money management and a range of financial products and services.
Design Technology KS3
Design
Make
Evaluate
Personal and Social Education Framework 7-19; Moral and Spiritual Development
Learners are equipped with the skills which will enable them to acquire greater self-assurance. They are encouraged to manage diverse relationships in society and cope with the increasing influence of peer pressure and the media. This allows them to be more confident in addressing the challenges of active citizenship and effective learning.
Maths KS3
http://learning.gov.wales/docs/learningwales/publications/0801mathsncen.pdf
Measures and Money
2. Understand and use money
Design and Technology KS3
Students should be taught to design and make products by combining their designing and making skills with knowledge and understanding in contexts that allow them to make decisions based on the values that underpin society, helping them become active and informed citizens.
Range; activities in which they design and make products, focusing on different contexts and materials.
Designing; Making
Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf
Learning for Life and Work; Local and Global Citizenship
Key Concept - Diversity and Inclusion
Mathematics and Numeracy; Mathematics with Financial Capability
http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_requirements/ks3_mathematics_new.pdf
(Objective 3) Developing pupils as Contributors to the Economy and the Environment
Science and Technology: Technology and Design
Developing pupils’ Knowledge, Understanding and Skills
(Objective 1) Developing pupils as Individuals; Opportunities must also be provided
to explore issues related to Mutual Understanding.
(Objective 2) Developing pupils as Contributors to Society; Design cost effective and appropriate solutions to meet the specific needs of diverse local and global groups.
(Objective 3) Developing pupils as Contributors to the Economy and the Environment; Opportunities must also be provided to explore issues related to Economic Awareness
Enterprise in Education
Financial Education
Technologies
http://www.educationscotland.gov.uk/Images/technologies_experiences_outcomes_tcm4-539894.pdf
Business contexts for developing technological skills and knowledge
Craft, design, engineering and graphics contexts for developing technological skills and knowledge
Citizenship KS3
Teaching should develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should use and apply their knowledge and understanding while developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.
Pupils should be taught about:
Personal and Social Education Framework 7-19; Active Citizenship
Learners are equipped with the skills which will enable them to acquire greater self-assurance. They are encouraged to manage diverse relationships in society and cope with the increasing influence of peer pressure and the media. This allows them to be more confident in addressing the challenges of active citizenship and effective learning.
Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf
Learning for Life and Work; Local and Global Citizenship
Key Concepts: -
http://www.nicurriculum.org.uk/docs/key_stage_3/CCEA_Controversial_Issues_Guidance.pdf
Global Citizenship
Health and Well-being
http://www.educationscotland.gov.uk/Images/health_wellbeing_experiences_outcomes_tcm4-540031.pdf
Mental and Emotional Well-being; I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.
Social Well-being; As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.
Social Studies
http://www.educationscotland.gov.uk/Images/social_studies_experiences_outcomes_tcm4-539891.pdf
People in Society, Economy and Business
Physical Education KS3
Students should be taught to perform dances using advanced dance techniques within a range of dance styles and forms
Physical Education KS3
Creative Activities
Through their creative, adventurous and competitive activities they plan, practise and improve their
performance so that they can enjoy being able to perform consistently well. As confidence grows, so does their ability to take part in activities that become technically more demanding.
Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf
Physical Education
http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_pe.pdf
Develop pupils’ Knowledge, Understanding and Skills; practise, refine and develop skills
and specific techniques (eg. using strategies, tactics, choreographic and/or compositional principles)
and use these with consistency
(Objective 2) Developing pupils as contributors to society; Explore issues related to Cultural
Understanding
The Arts: Drama
http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_requirements/ks3_drama.pdf
Developing pupils Knowledge, Understanding and Skills
(Objective 2) Developing pupils as Contributors to Society;
Expressive Arts
http://www.educationscotland.gov.uk/Images/expressive_arts_experiences_outcomes_tcm4-539863.pdf
Participation in Performances and Presentations
Dance
I can participate in dance styles and activities which challenge and extend my repertoire of movement and my knowledge of the styles and cultures of dance. (EXA 4-10a)
Drama
I can demonstrate sensitivity, precision and depth in the portrayal of a character, conveying relationships and situations in a variety of settings and to different audiences. (EXA 4-12a)
Geography Key Stage 3
• develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• are competent in the geographical skills needed to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Human and physical geography
• Understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources.
• Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.
Geography KS3 http://learning.gov.wales/docs/learningwales/publications/130424-geography-in-the-national-curriculum-en.pdf
Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf
Environment and Society: Geography
Developing pupils’ Knowledge, Understanding and Skills
(Objective 1) Developing pupils as Individuals; Demonstrate an awareness of their own
relationships to other places, peoples and environments, from local to global
(Objective 2)Developing pupils as Contributors to Society; Develop an understanding of
how people in different places interact with their environment
(Objective 3) Developing pupils as Contributors to the Economy and Environment; Investigate the impact of conflict between social, economic and environmental needs both locally and globally
Global Citizenship
Social Studies
http://www.educationscotland.gov.uk/Images/social_studies_experiences_outcomes_tcm4-539891.pdf
People, Place and Environment
describing and assessing the impact of human activity on an area. (SOC 4-10a)
Having studied an economic activity, I can explain its development and assess the impact of change within its locality and beyond. (SOC 4-10c)
History KS3
Subject content: Challenges for Britain, Europe and the wider world 1901 to the present day, including social, cultural and technological change in post-war British society
History KS3
Students learn by enquiry about the main political, economic, social and cultural features of selected periods from the histories of Wales and Britain during the last millennium. They place these developments in context by enquiring into the history of their own locality, the historical experiences of the countries that make up the British Isles, and aspects of European and world history. They learn about the diversity of people’s experience in each selected period, and develop their understanding of causation and change over time. They study aspects of the past in depth, and the differing spiritual and moral values of the periods studied.
Range; how some twentieth century individuals and events have shaped our world today
Historical Knowledge and Understanding
Interpretations of History
Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf
Environment and Society: History
Developing pupils’ Knowledge, Understanding and Skills
(Objective 1) Developing pupils as Individuals;
(Objective 2) Developing pupils as Contributors to Society;
Social Studies
http://www.educationscotland.gov.uk/Images/social_studies_experiences_outcomes_tcm4-539891.pdf
People, Past Events and Societies
PHSE KS3 Personal Identities
Learners are able to
• reflect on and evaluate their achievements and strengths in different areas of their lives
• recognise strong emotions and identify ways of managing these positively
• recognise that external factors, such as relationships, achievements and setbacks, can affect emotional well-being, and identify how they can take this into account.
Personal and Social Education Framework 7-19; Moral and Spiritual Development
Learners are equipped with the skills which will enable them to acquire greater self-assurance. They are encouraged to manage diverse relationships in society and cope with the increasing influence of peer pressure and the media. This allows them to be more confident in addressing the challenges of active citizenship and effective learning.
Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf
Learning for Life and Work; Personal Development
Key Concepts:-
Learning for Life and Work; Local and Global Citizenship
Key Concept - Diversity and Inclusion
http://www.nicurriculum.org.uk/docs/key_stage_3/CCEA_Controversial_Issues_Guidance.pdf
Environment and Society: History
Developing pupils’ Knowledge, Understanding and Skills
(Objective 1) Developing pupils as Individuals;
Global Citizenship
Health and Well-being
http://www.educationscotland.gov.uk/Images/health_wellbeing_experiences_outcomes_tcm4-540031.pdf
Mental and Emotional Well-being; I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.
I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.
Social Studies
http://www.educationscotland.gov.uk/Images/social_studies_experiences_outcomes_tcm4-539891.pdf
People, Past Events and Societies
Please get in touch by filling out this form. We will contact you as soon as possible.